PEP小学英语We39;re having a picnic教案.doc

小教师备课录 课题新标准第四册Module7 Unit2 We’re having a picnic.总课时授课日期教学目标1.Words: picnic, flying, eating, sleeping, drawing2.Drill: Dad is _______. 教学重点1. Sentences : Dad is flying a kite. Mum is _______.2. Can use the v+ing words correctly in a real situation.教学难点Enable the Ss to use the v+ing words correctly in a real situation.课前准备录音机，磁带，单词卡，图片，课件Step1:Warm-up/Review1. Greeting2. Let’s sing: It’s Children’s Day.Step2: Presentation1.(1) T: It’s Children’s Day today. The children are very happy. Are you happy? Ss: Yes. (2) T: What can you do on Children’s Day? Ss: It’s Children’s Day today. Ican_______.2.(1) T: There’s a girl , she’s happy too. Look . Who’s she?Ss: She’s Tingting.T: Tingting is happy because her parents are going to give her a gift. Guess. What’s the gift?Ss guess. (2) T: In fact, Tingting’s family is going to have a picnic. (3) Word card: have a picnic3. (1) T draws a sun on the Bb. T: Look , what’s the weather like? Ss: It is sunny and warm. ( Do action.) T: So the weather is good or bad? Ss: The weather is good. (2) Ss practice : The weather is good. It is sunny and warm. Let’s have a picnic. (3) Group work: Act out.4.(1) T: Now they are in a park . Guess, what’s the park like? Ss: The park is_____. I can see_______. (2) T: Tingting is happy. She says: I’m at the park with my family. We’re having a picnic. We are very happy. (3) Pair work: Practice the 3 sentences.5. (1)T: What are they doing? What is Father doing?Ss: Tingting’s father is flying a kite. (2) Pairwork: F: I’m father. I’m flying a kite. High, high, high. T: I’m a tree. I’m big and tall.F: Oh, no! The tree!6.(1) T:What is mother doing?Ss: She’s eating. (2) Ss practice: My mother is eating.She’s eating________.Yummy, yummy, yummy. (nice/good/sweet…)7.(1) T: What about grandma?Ss: She’s sleeping.(2) Ss practice1: I’m grandma. I’m sleeping. Oh! I’m_________. Practice2: I’m grandma. I’m sleeping.Oh! It’s Tingting. She’s _______. 8.(1)T: What is Tingting doing? Ss: She’s drawing a picture. (2) Ss practice1: I’m drawing a picture.It’s a _______.It’s very_______. Practice2: I’m drawing a picture._________________.9. Let’s chant: Father is flying a kite. High, high, high!Mother is eating. Yummy, yummy, yummy!Grandma is sleeping. Z~ Z~ Z~I am drawing a picture. Happy, happy, happy!Step3: Practice:1.(1) Fill in the blanks. (2) Ss read the whole story.2. T: There are other families in the park. What are they doing? Ss describe: My name’s______.I’m at the park with my family.We’re having a picnic.My______ is _____.…I am _________.The weather is good.It is sunny and warm.Step4: Homework导入：通过朗诵歌谣的环节营造了轻松活泼的氛围，同时也为下面的授课做了铺垫。

以“送礼物”的情境引起学生的兴趣，也顺利引出下面的内容在说句子的时候辅以动作演示，既符合三年级学生的特性，也能使他们印象深刻，帮助记忆小组表演是对刚才所学的一个总结与巩固，也激发了学生的学习积极性，活跃了课堂气氛同桌表演既操练了句子，也保持了学生的兴趣句子的扩展不但操练了巨型，也把以前学过的知识进行了滚动复习奶奶的“梦”层层深入，由难到简，符合学生的认知规律，也开发了思维这里的操练也体现了由简入难的教学理念，学生的思维进一步得到扩展小歌谣是对前面所学的总结，辅以动作，更显有趣，令学生印象深刻填空形式的操练将课文内容完整呈现，训练学生朗读技能最后的扩展练习为学生提供语言框架，锻炼了他们的思维与口语表达能力板书设计： Unit2 We’re having a picnic. The weather is ______. father is ____________. It is ______ and ______. My mother is____________. grandma is __________. I’m ________________.教学反思：本课的主情境是野餐，重难点是动词加Ing形式的学习与运用。

本课的新单词不是很多，但在朗读方面有个别句子比较难为了突破本课的难点，使学生能循序渐进地掌握，我利用4个步骤展开本课的教学一、导入课一开始，我以上一节课学习的歌曲让学生进行滚动复习，也很好地引出了第一个悬念：送礼物学生的兴趣马上就得到了激发，也对have a picnic这个词组印象深刻二、展开这一环节中，我以天气为切入口，引发学生说出课文中的关键词，一句一句进行教授，同时辅以动作很好地将这几个比较难读的句子各个击破，学生掌握地较好，接下来的小组表演也显得水到渠成三、深化这一部分是本课的重点，介绍了一家人所作的不同的事情我以PPT上的图片向学生直观地展示了人物造型，使学生很快理解词组的意思同时采用表演、造句、说语段、唱歌谣等形式进行了多样、扎实的操练学生在轻松活泼的氛围中掌握了单词、练习了句型四、提升这一环节我分为2个步骤第一：抓牢课文用填空的方式将整片课文呈现出来，学生进行朗读的操练，对课文内容有了深入的了解第二、提升口语我利用其他家庭野餐的图片营造情境，同时为学生提供语言框架，让学生进行想象、反馈，很好地拓展了他们的思维，提升了口语能力本课重点清晰，脉络分明，几块内容之间衔接地较好，学生学得也很扎实。

但是还存在不少的缺陷一、情境营造还不够真实如在引出公园后，我应该让学生描述一下公园的风景，让他们能有身临其境的感觉；在让学生描述奶奶的梦境时，我可以将教室里的灯关掉，这样学生更能体会到dream的意境二、示范表演还不够到位我在给学生进行示范表演时，应该更夸张一点，来激发学生的表现，而不应该太拘束，反而遏制了学生的表现三、在教授的过程中“抓”得太牢让学生读的部分过多，应学会“放”，让他们多说一点、多练一点这些都是我在以后的教学活动中亟需解决的。